The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement

Bruce, Catherine D.; Esmonde, Indigo; Ross, John A.; Dookie, Lesley; Beatty, Ruth

doi:10.1016/j.tate.2010.06.011

Cited by 160 publications

(149 citation statements)

References 22 publications

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“…This finding also emphasizes the conceptualization of "teacher professional learning as embedded in the classroom context and constructed through experience and practice in sustained iterative cycles of goal setting/planning, practicing, and reflecting" (Bruce, Esmonde, Ross, Dookie, & Beatty, 2010, p. 1599. In other words, an online TPD program makes possible the transition from the professional development course to the classroom.…”

Section: Figure 4: Participant Use Of New Skillsmentioning

confidence: 73%

“…This learning paves the way for both good and successful teaching. As emphasized by Fenstermacher and Richardson (2005):By good teaching we mean that the content taught accords with disciplinary standards of adequacy and completeness, and that the methods employed are This finding also emphasizes the conceptualization of "teacher professional learning as embedded in the classroom context and constructed through experience and practice in sustained iterative cycles of goal setting/planning, practicing, and reflecting" (Bruce, Esmonde, Ross, Dookie, & Beatty, 2010, p. 1599. In other words, an online TPD program makes possible the transition from the professional development course to the classroom.…”

mentioning

confidence: 97%

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Coursera Online Course: A Platform for English Teachers’ Meaningful and Vibrant Professional Development

Silvia

2015

TEFLIN

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This article reports on English teachers' attitudes towards a professional development program run by Coursera (coursera.org). These teachers were participants of Foundation of Teaching for Learning 1: Introduction online course. Using a survey case study, the findings reveal that most of the participants perceive the course as a well-organized and effective platform to engage in professional learning. Coursera is an online learning platform offering various courses for teacher educators which are meaningful (closely related to their daily teaching practice) and vibrant (involves active collaboration among peer participants to review and assess their projects). Albeit this nature, another finding shows that the participants lament that their institutions do not provide professional development (PD) support. In fact, PD programs are not constrained to faceto-face encounters, since it can be designed using online platforms such as Coursera, a massive open online course (MOOC). Accordingly, the contribution of the article is to show how online platforms make meaningful and vibrant teacher professional development (TPD) possible. The implication of the study is that school administrators and policy makers should provide support for their teachers to take online PD programs. This professional learning should contribute to the best teaching practice and student learning attainment. In the context of English language pedagogy (ELP), English teachers are facing a challenge to foster their professional development; while at the same time, they are occupied by administrative work at school, initiatives to improve students' abilities, and growing needs for bringing themselves up-todate with the literature on ELP. These demands require English teachers to juggle different roles as teacher administrators, language course designers, curriculum implementers, evaluators, and professional learners. KeywordsMany countries have invested heavily in TPD activities. This investment plays a crucial role in ensuring quality pedagogical practice, which should have significant implications for both teacher professional learning and student learning. In short, this millennium has witnessed the fact that TPD is clearly an important dimension of enhancing education through improving the quality and expertise of teachers or educators. This recognizes interconnectedness between quality and vibrant TPD and student learning performance. More crucially, professional teachers should engage in such TPD programs so that they can see themselves as life-long learners who own a sustained passion for developing their professionalism and for making innovation and changes in their own classroom practices.PD programs are a systematic and concerted effort to bring about innovation and changes in classroom practices of teachers, their attitudes and beliefs, and learning outcomes of students (Guskey, 2002). He then proposes a model of teacher change as the upshot of teachers' PD programs as seen in Figure 1. This model suggests a different sequence...

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Section: Figure 4: Participant Use Of New Skillsmentioning

confidence: 73%

mentioning

confidence: 97%

Coursera Online Course: A Platform for English Teachers’ Meaningful and Vibrant Professional Development

Silvia

2015

TEFLIN

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Section: Figure 2 Teacher Educator-embedded Model Of Iterative Instrmentioning

confidence: 99%

“…Bruce, Esmonde, Ross, Dookie, and Beatty (2010) describe a professional learning program in Canada in which professional facilitators co-taught with practicing teachers in teachers' classrooms. According to Bruce et al (2010), "[S]ustained professional learning programs that are collaborative and classroom-embedded support effective professional learning that leads to substantial student achievement gains and the related gains in teaching quality" (p. 1607). In addition to providing professional learning for participating teachers, the teacher educator-classroom teacher pairing provides opportunities for the teacher educator to experiment with content and explore teacher's and students' understandings, ways of thinking and reasoning, through meaningful interactions with real students in a real classroom.…”

Section: Figure 2 Teacher Educator-embedded Model Of Iterative Instrmentioning

confidence: 99%

Teacher Educator-Embedded Professional Learning Model

Courtney

2018

Int Elect J Math Ed

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The author describes interactions with two middle grades (grades 6-8, student ages 11-14 years) and three secondary school (grades 9-12, student ages 14-18 years) mathematics teachers designed to increase and enhance teachers' content knowledge and transform their classroom instruction by embedding the author (i.e., mathematics teacher educator) into teachers' practices. In addition, the author operationalizes the teacher educator-embedded professional learning model. Embedding a teacher educator into grade K-12 (student ages 5-18 years) teachers' practices, as presented in this study, involves more than simply implementing lessons with teachers. Rather, the mathematics teacher educator navigates iterative instructional cycles alongside the participating teacher, serving as sounding board, interventionist, epistemic student, and colleague. Results of teacher-educator embedding are presented, indicating participating teachers increased their content knowledge, engaged their students in more rigorous mathematics, demonstrated increased self-efficacy and more frequently engaged students in mathematical sense making, reasoning, modelling, generalizing, and communicating.

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“…Sustained professional learning opportunities that are collaborative and classroom embedded support effective models of teacher learning which leads to student achievement gains as related to an increase in teacher quality (Bruce, Esmonde, Ross, Dookie, & Beatty, 2010). Smith and Rowley (2005) found that teachers are more likely to participate in professional development in schools with more collaborative environments.…”

Section: Coaching Researchmentioning

confidence: 99%

The Success for All Reading Program and Effect on Student Achievement in a South Central Texas Major Suburban School District

Korelich¹,

Jones²,

Challoo³

et al. 2016

JEHD

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Adult learning suggests that coaching, where a teacher and coach work together through a cycle of planning, modeling and conferencing, is an effective method to increase teacher ability. For this study, a previously collected database was used to examine the construct of academic optimism which consists of three variables, teacher efficacy, trust in adults and students, and academic emphasis in relation to presence of coaching. A survey was given to teachers who had and had not been coached. Data mining was completed from public websites for district Annual Yearly Progress reports per No Child Left Behind mandates to determine changes in student achievement, which was a current measure when the data were collected. Findings indicate that teachers who receive coaching do have impact on positive change on student achievement. Professional development through coaching is significantly related to teacher efficacy, student achievement and teachers' belief that coaching increases their ability to impact student achievement..

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The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement

Cited by 160 publications

References 22 publications

Coursera Online Course: A Platform for English Teachers’ Meaningful and Vibrant Professional Development

Coursera Online Course: A Platform for English Teachers’ Meaningful and Vibrant Professional Development

Teacher Educator-Embedded Professional Learning Model

The Success for All Reading Program and Effect on Student Achievement in a South Central Texas Major Suburban School District

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